Download A Therapist’s Manual for Cognitive Behavior Therapy in by Lawrence I. Sank, Carolyn S. Shaffer (auth.) PDF

By Lawrence I. Sank, Carolyn S. Shaffer (auth.)

One of the nice benefits of rational-emotive treatment (RET) and cog­ nitive habit treatment (CBT) is they often hire psycho­ academic methods-including bibliotherapy, workshops, lectures, classes, recordings, and flicks. I created RET at the start of 1955 after I had deserted the perform of psychoanalysis simply because i discovered it to be hugely inefficient and philosophically superficial. Being virtually hooked on one-to-one remedy due to my analytic education and event, I initially did RET purely with person consumers and located this pioneering kind of CBT significantly greater than the opposite ther­ apies with which I had experimented. via 1957, notwithstanding, i spotted that RET will be taught to massive num­ bers of people via self-help books and articles and that RET -ori­ ented writings couldn't in simple terms turn out helpful to most of the people yet that they can even be effectively hired to hasten and accentuate the remedy of my person consumers. I for that reason wrote a couple of RET self­ support books-especially the way to stay with a Neurotic (1957), intercourse with out Guilt (1958), a brand new advisor to Rational residing (with Robert A. Harper; unique variation, 1961), and A consultant to winning Marriage (with Robert A. Harper, 1961).

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Extra resources for A Therapist’s Manual for Cognitive Behavior Therapy in Groups

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Those who are experiencing a thought disorder. ) 3. Those who are vociferously and persistently negative and adver- THE SCREENING PROCEDURE 29 sarial. ) As can be seen, the pregroup screening session is a valuable component of the total group program and can have an effect that pervades the remainder of the treatment. The following is a more detailed description of the screening interview itself, including specific suggestions on conducting the interview proper. PATIENT SELECTION The traditional referral sources for outpatient psychotherapy candidates are relied upon for the nucleus of the coping skills group.

A/P sheet for each patient (Appendix 6) 2. Individual Goal Sheets from the screening interview (Appendix 5) 3. Relaxation Practice Log (Appendix 8) 4. List of Readings and Suggested Readings (Appendix 9) 5. Personal Reminder Forms (Appendix 10) 6. Homework Assignment sheets INTRODUCTION TO THE RELAXATION MODULE Sessions 1 and 2 provide the major content of the relaxation module. Additional relaxation material is provided through the next two modules. Relaxation is the first self-help skill to be taught because (1) it allows for rather immediate relief in a potentially highly anxious group of peo41 42 CHAPTER 3 pIe and (2) the group members are able to remain rather passive while still learning and obtaining positive results.

Those who are interested in working only on one very circumscribed area of concern and/or unwilling to discuss that problem area. (Patients who are totally focused on one specific concern may be unresponsive to a more general skills training approach. ) 5. Those who are under such severe stress that they cannot concentrate. (Patients can be anxious and/or depressed to such a degree that they cannot absorb what is being taught in the group. ) Patients who should be screened out for the good of the other group members include the following: 1.

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